ED357642 1993-06-00 Communicative

Language Teaching: An Introduction

and Sample Activities. ERIC Digest.
ERIC Development Team
www.eric.ed.gov

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Communicative Language Teaching: An Introduction and Sample

Activities. ERIC Digest...................................................... 2
WHERE DOES COMMUNICATIVE LANGUAGE TEACHING COME
FROM?...................................................................... 2
WHAT IS COMMUNICATIVE LANGUAGE TEACHING?................ 2
WHAT ARE SOME EXAMPLES OF COMMUNICATIVE
EXERCISES?.............................................................. 3
HOW DO THE ROLES OF THE TEACHER AND STUDENT CHANGE
IN............................................................................. 5
WHERE CAN I LEARN MORE ABOUT COMMUNICATIVE
TEACHING?............................................................... 5
REFERENCES.................................................................. 6

ERIC Identifier: ED357642

Publication Date: 1993-06-00
Author: Galloway, Ann
Source: ERIC Clearinghouse on Languages and Linguistics Washington DC.
Communicative Language Teaching: An

ED357642 1993-06-00 Communicative Language Teaching: An Introduction and Sample Page 1 of 8

Activities. ERIC Digest.
www.eric.ed.gov ERIC Custom Transformations Team

Introduction and Sample Activities. ERIC

Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES
INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT
ACCESS ERIC 1-800-LET-ERIC
This digest will take a look at the communicative approach to the teaching of foreign
languages. It is intended as an introduction to the communicative approach for teachers
and teachers-in-training who want to provide opportunities in the classroom for their
students to engage in real-life communication in the target language. Questions to be
dealt with include what the communicative approach is, where it came from, and how
teachers' and students' roles differ from the roles they play in other teaching
approaches. Examples of exercises that can be used with a communicative approach
are described, and sources of appropriate materials are provided.

WHERE DOES COMMUNICATIVE LANGUAGE

TEACHING COME FROM?
Its origins are many, insofar as one teaching methodology tends to influence the next.
The communicative approach could be said to be the product of educators and linguists
who had grown dissatisfied with the audiolingual and grammar-translation methods of
foreign language instruction. They felt that students were not learning enough realistic,
whole language. They did not know how to communicate using appropriate social
language, gestures, or expressions; in brief, they were at a loss to communicate in the
culture of the language studied. Interest in and development of communicative-style
teaching mushroomed in the 1970s; authentic language use and classroom exchanges
where students engaged in real communication with one another became quite popular.
In the intervening years, the communicative approach has been adapted to the
elementary, middle, secondary, and post-secondary levels, and the underlying
philosophy has spawned different teaching methods known under a variety of names,
including notional-functional, teaching for proficiency, proficiency-based instruction, and
communicative language teaching.

WHAT IS COMMUNICATIVE LANGUAGE

TEACHING?
Communicative language teaching makes use of real-life situations that necessitate
communication. The teacher sets up a situation that students are likely to encounter in
real life. Unlike the audiolingual method of language teaching, which relies on repetition
and drills, the communicative approach can leave students in suspense as to the

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outcome of a class exercise, which will vary according to their reactions and responses.
The real-life simulations change from day to day. Students' motivation to learn comes
from their desire to communicate in meaningful ways about meaningful topics.
Margie S. Berns, an expert in the field of communicative language teaching, writes in
explaining Firth's view that "language is interaction; it is interpersonal activity and has a
clear relationship with society. In this light, language study has to look at the use
(function) of language in context, both its linguistic context (what is uttered before and
after a given piece of discourse) and its social, or situational, context (who is speaking,
what their social roles are, why they have come together to speak)" (Berns, 1984, p. 5).

WHAT ARE SOME EXAMPLES OF

COMMUNICATIVE EXERCISES?
In a communicative classroom for beginners, the teacher might begin by passing out
cards, each with a different name printed on it. The teacher then proceeds to model an
exchange of introductions in the target language: "Guten Tag. Wie heissen Sie?" Reply:
"Ich heisse Wolfie," for example. Using a combination of the target language and
gestures, the teacher conveys the task at hand, and gets the students to introduce
themselves and ask their classmates for information. They are responding in German to
a question in German. They do not know the answers beforehand, as they are each
holding cards with their new identities written on them; hence, there is an authentic
exchange of information.
Later during the class, as a reinforcement listening exercise, the students might hear a
recorded exchange between two German freshmen meeting each other for the first time
at the gymnasium doors. Then the teacher might explain, in English, the differences
among German greetings in various social situations. Finally, the teacher will explain
some of the grammar points and structures used.

The following exercise is taken from a 1987 workshop on communicative foreign

language teaching, given for Delaware language teachers by Karen Willetts and Lynn
Thompson of the Center for Applied Linguistics. The exercise, called "Eavesdropping,"
is aimed at advanced students.

"Instructions to students." Listen to a conversation somewhere in a public place and be

prepared to answer, in the target language, some general questions about what was
said.

1. Who was talking?

2. About how old were they?

3. Where were they when you eavesdropped?

4. What were they talking about?

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5. What did they say?

6. Did they become aware that you were listening to them?

The exercise puts students in a real-world listening situation where they must report
information overheard. Most likely they have an opinion of the topic, and a class
discussion could follow, in the target language, about their experiences and viewpoints.

Communicative exercises such as this motivate the students by treating topics of their
choice, at an appropriately challenging level.

Another exercise taken from the same source is for beginning students of Spanish. In
"Listening for the Gist," students are placed in an everyday situation where they must
listen to an authentic text.

"Objective." Students listen to a passage to get general understanding of the topic or

message.

"Directions." Have students listen to the following announcement to decide what the
speaker is promoting.

"Passage." "Situacion ideal...Servicio de transporte al Aeropuerto

Internacional...Cuarenta y dos habitaciones de lujo, con aire acondicionado...Elegante
restaurante...de fama internacional."

(The announcement can be read by the teacher or played on tape.) Then ask students
to circle the letter of the most appropriate answer on their copy, which consists of the
following multiple-choice options:

a. a taxi service

b. a hotel

c. an airport

d. a restaurant

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(Source: Adapted from Ontario Assessment Instrument Pool, 1980, Item No. 13019)

Gunter Gerngross, an English teacher in Austria, gives an example of how he makes

his lessons more communicative. He cites a widely used textbook that shows English
children having a pet show. "Even when learners act out this scene creatively and
enthusiastically, they do not reach the depth of involvement that is almost tangible when
they act out a short text that presents a family conflict revolving round the question of
whether the children should be allowed to have a pet or not" (Gerngross & Puchta,
1984, p. 92). He continues to say that the communicative approach "puts great
emphasis on listening, which implies an active will to try to understand others. [This is]
one of the hardest tasks to achieve because the children are used to listening to the
teacher but not to their peers. There are no quick, set recipes.

That the teacher be a patient listener is the basic requirement" (p. 98).

The observation by Gerngross on the role of the teacher as one of listener rather than
speaker brings up several points to be discussed in the next portion of this digest.

HOW DO THE ROLES OF THE TEACHER AND

STUDENT CHANGE IN
COMMUNICATIVE LANGUAGE TEACHING?Teachers in communicative classrooms
will find themselves talking less and listening more--becoming active facilitators of their
students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but
because the students' performance is the goal, the teacher must step back and
observe, sometimes acting as referee or monitor. A classroom during a communicative
activity is far from quiet, however. The students do most of the speaking, and frequently
the scene of a classroom during a communicative exercise is active, with students
leaving their seats to complete a task.

Because of the increased responsibility to participate, students may find they gain
confidence in using the target language in general. Students are more responsible
managers of their own learning (Larsen-Freeman, 1986).

WHERE CAN I LEARN MORE ABOUT

COMMUNICATIVE TEACHING?
All of the following documents on communicative language teaching are in the ERIC
database. They can be read on microfiche at any library housing an ERIC collection or
purchased in microfiche or paper copy from the ERIC Document Reproduction Service

ED357642 1993-06-00 Communicative Language Teaching: An Introduction and Sample Page 5 of 8

Activities. ERIC Digest.
www.eric.ed.gov ERIC Custom Transformations Team

(EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852 (1-800-443-3742).

REFERENCES
Ben-Barka, A. C. [1982]. "In search of a language teaching framework: An adaptation of
a communicative approach to functional practice." (EDRS No. ED 239 507, 26 pages)
Das, B. K. (Ed.) (1984). "Communicative language teaching." Selected papers from the
RELC seminar (Singapore). "Anthology Series 14." (EDRS No. ED 266 661, 234 pages)

Littlewood, W. T. (1983). "Communicative approach to language teaching methodology

(CLCS Occasional Paper No. 7)." Dublin: Dublin University, Trinity College, Centre for
Language and Communication Studies. (EDRS No. ED 235 690, 23 pages)

Pattison, P. (1987). "The communicative approach and classroom realities." (EDRS No.
ED 288 407, 17 pages)

Riley, P. (1982). "Topics in communicative methodology: Including a preliminary and

selective bibliography on the communicative approach." (EDRS No. ED 231 213, 31
pages)

Savignon, S. J., & Berns, M. S. (Eds.). (1983). "Communicative language teaching:

Where are we going? Studies in Language Learning," 4(2). (EDRS No. ED 278 226,
210 pages)

Sheils, J. (1986). "Implications of the communicative approach for the role of the
teacher." (EDRS No. ED 268 831, 7 pages)

Swain, M., & Canale, M. (1982). "The role of grammar in a communicative approach to
second language teaching and testing." (EDRS No. ED 221 026, 8 pages) (not available
separately; available from EDRS as part of ED 221 023, 138 pages)

Willems, G., & Riley, P. (Eds.). (1984). "Communicative foreign language teaching and
the training of foreign language teachers." (EDRS No. ED 273 102, 219 pages)

Readers may also wish to consult the following journal articles for additional information
on communicative language teaching.

Clark, J. L. (1987). Classroom assessment in a communicative approach. "British

Journal of Language Teaching," 25(1), 9-19.

Dolle, D., & Willems, G. M. (1984). The communicative approach to foreign language
teaching: The teacher's case. "European Journal of Teacher Education," 7(2), 145-54.

Morrow, K., & Schocker, M. (1987). Using texts in a communicative approach. "ELT
Journal," 41(4), 248-56.

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Oxford, R. L., et al. (1989). Language learning strategies, the communicative approach,
and their classroom implications. "Foreign Language Annals," 22(1), 29-39.

Pica, T. P. (1988). Communicative language teaching: An aid to second language

acquisition? Some insights from classroom research. "English Quarterly," 21(2), 70-80.

Rosenthal, A. S., & Sloane, R. A. (1987). A communicative approach to foreign

language instruction: The UMBC project. "Foreign Language Annals," 20(3), 245-53.

Swan, M. (1985). A critical look at the communicative approach (1). "ELT Journal,"
39(1), 2-12.

Swan, M. (1985). A critical look at the communicative approach (2). "ELT Journal,"
39(2), 76-87.

Terrell, T. D. (1991). The role of grammar instruction in a communicative approach.

"Modern Language Journal," 75(1), 52-63.

REFERENCES AND RESOURCES

Berns, M. S. (1984). Functional approaches to language and language teaching:

Another look. In S. Savignon & M. S. Berns (Eds.), "Initiatives in communicative
language teaching. A book of readings" (pp. 3-21). Reading, MA: Addison-Wesley.

Gerngross, G., & Puchta, H. (1984). Beyond notions and functions: Language teaching
or the art of letting go. In S. Savignon & M. S. Berns (Eds.), "Initiatives in communicative
language teaching. A book of readings" (pp. 89-107). Reading, MA: Addison-Wesley.

Larsen-Freeman, D. (1986). "Techniques and principles in language teaching." Oxford:

Oxford University Press.

Littlewood, W. (1981). "Language teaching. An introduction." Cambridge: Cambridge

University Press.

Savignon, S., & Berns, M. S. (Eds.). (1984). "Initiatives in communicative language

teaching." Reading, MA: Addison-Wesley.

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This report was prepared with funding from the Office of Educational Research and
Improvement, U.S. Department of Education, under contract no. RI88062010. The
opinions expressed do not necessarily reflect the positions or policies of OERI or ED.

Title: Communicative Language Teaching: An Introduction and Sample Activities. ERIC

Digest.

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Descriptors: Classroom Techniques, Communicative Competence (Languages),
Instructional Materials, Language Teachers, Second Language Instruction, Second
Language Learning, Student Role, Teacher Role, Teaching Methods
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